The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD
Yıl: 2021 Cilt: 22 Sayı: 1 Sayfa Aralığı: 7 - 11 Metin Dili: İngilizce DOI: 10.5455/apd.126537 İndeks Tarihi: 14-06-2021
The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD
Öz: Objective: This study aimed to examine the sub-dimensions of the theory of mind (ToM) and to investigate the relationship between ToM skills and disorder severity by comparing adolescents with attention-deficit hyperactive disorder (ADHD) with healthy individuals. Methods: The study included 42 adolescents with ADHD and education- and agematched 41 healthy volunteers. The Smarties test, ice cream truck test, faux pas recognition test, and eyes test were applied to all participants. Turgay Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-IV)-Based Child and Adolescent Disruptive Behavioral Disorders Screening and Rating Scale (T-DSM-IV-S) was applied to the group with ADHD to measure the disorder severity. Results: The group with ADHD was seen to have ToM skills impairment. There was a statistically significant difference between the groups in terms of the ice cream truck test, faux pas recognition test, and eyes test. A significant correlation was observed between the T-DSM-IV-S results and the eyes test results of the patients. Conclusion: This study has shown that advanced ToM skills can be impaired in adolescents with ADHD and that impairment in skills is associated with disorder severity.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- 1. Diagnostic and Statistical Manual of Mental Disorders (DSM-5). American Psychiatric Association; 2013. [Crossref]
- 2. Van Stralen J. Emotional dysregulation in children with attention-deficit/ hyperactivity disorder. Atten Defic Hyperact Disord. 2016;8(4):175-187. [Crossref]
- 3. Marotta A, Pasini A, Menotti E, et al. Controlling attention to gaze and arrows in attention deficit hyperactivity disorder. Psychiatry Res. 2017;251:148-154. [Crossref]
- 4. Bora E, Pantelis C. Meta-analysis of social cognition in attention-deficit/ hyperactivity disorder (ADHD): comparison with healthy controls and autistic spectrum disorder. Psychol Med. 2016;46(4):699-716. [Crossref]
- 5. Baron RA, Byrne D. Social Psychology. 7th ed. Pearson; 1997.
- 6. Cutting AL, Dunn J. The cost of understanding other people: social cognition predicts young children’s sensitivity to criticism. J Child Psychol Psychiatry. 2002;43(7):849-860. [Crossref]
- 7. Yıldırım E, Alptekin K. Şizofrenide öne çıkan yeni bir boyut: sosyal biliş. Düşünen Adam The Journal of Psychiatry and Neurological Sciences. 2012;25(4):368-375.
- 8. Premack D, Woodruff G. Does the chimpanzee have a ‘theory of mind’? Behavioral and Brain Sciences. 1978;1(4):515-526. [Crossref]
- 9. Wimmer H, Perner J. Beliefs about beliefs: representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition. 1983;13(1):103-128. [Crossref]
- 10. Bach LJ, Happe F, Fleminger S, et al. Theory of mind: independence of executive function and the role of the frontal cortex in acquired brain injury. Cogn Neuropsychiatry. 2000;5(3):75-192. [Crossref]
- 11. Tager-Flusberg H, Sullivan K. A componential view of theory of mind: evidence from Williams syndrome. Cognition. 2000;76 (1):59-90. [Crossref]
- 12. Mary A, Slama H, Mousty P, et al. Executive and attentional contributions to Theory of Mind deficit in attention deficit/hyperactivity disorder (ADHD). Child Neuropsychol. 2016;22(3):345-365. [Crossref]
- 13. Baron-Cohen S, O’Riordan M, Stone V, et al. Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. J Autism Dev Disord. 1999;29(5):407-418. [Crossref]
- 14. Baron-Cohen S, Jolliffe T, Mortimore C, et al. Another advanced test of theory of mind: evidence from very high functioning adults with autism or Asperger syndrome. J Child Psychol Psychiatry. 1997;38(7):813-822. [Crossref]
- 15. Girli A. Psychometric properties of the Turkish child and adult form of reading the mind in the eyes test. Psychology. 2014;5(11):1321-1337. [Crossref]
- 16. Şahin B, Karabekiroğlu K, Bozkurt A, et al. The relationship of clinical symptoms with social cognition in children diagnosed with attention deficit hyperactivity disorder, specific learning disorder, or autism spectrum disorder. Psychiatry Investig. 2018;15(12):1144-1154. [Crossref]
- 17. Şahin B, Önal BS, Hoşoğlu E. Adaptation of Faux Pas Recognition Test Child Form to Turkish and investigation of psychometric properties. Anadolu Psikiyatri Derg. 2020;21 (Suppl.2):54-62. [Crossref]
- 18. Perner J, Leekham SR, Wimmer H. 3-year-old’s difficulty with false belief: the case for a conceptual deficit. Br J Dev Psychol. 1987;5(2):125-137. [Crossref]
- 19. Girli A, Tekin D. Investigating false belief levels of typically developed children and children with autism. Procedia-Social and Behavioral Sciences. 2010;2(2):1944-1950. [Crossref]
- 20. Ercan ES, Amado S, Somer O, et al. Development of a test battery for the assessment of attention deficit hyperactivity disorder. Turk J Child Adolesc Ment Health. 2001;8:132-144.
- 21. Turgay A. Disruptive Behavior Disorders: Child and Adolescent Screening and Rating Scales for Children, Adolescents, Parents, and Teachers. Integrative Therapy Institute Publication; 1994.
- 22. Happé F, Frith U. Theory of mind and social impairment in children with conduct disorder. Br J Dev Psychol. 1996;14(4):385-398. [Crossref]
- 23. Perner J, Kain W, Barchfeld P. Executive control and higher‐order theory of mind in children at risk of ADHD. Infant and Child Development. 2002;11(2):141-158. [Crossref]
- 24. Kırtıl İY, Vural AP, Uçar HN. Dikkat eksikliği ve hiperaktivite bozukluğu olan çocuklarda zihin kuramı becerileri. The Journal of Neurobehavioral Sciences. 2017;4(3):106-111.
- 25. Martino DJ, Strejilevich SA, Fassi G, et al. Theory of mind and facial emotion recognition in euthymic bipolar I and bipolar II disorders. Psychiatry Res. 2011;189(3):379-384. [Crossref]
- 26. Uekermann J, Kraemer M, Abdel-Hamid M, et al. Social cognition in attention-deficit hyperactivity disorder (ADHD). Neurosci Biobehav Rev. 2010;34(5):734-743. [Crossref]
- 27. McLaughlin KA. Future directions in childhood adversity and youth psychopathology. J Clin Child Adolesc Psychol. 2016;45(3):361-382. [Crossref]
- 28. Andersen SL, Tomada A, Vincow ES, et al. Preliminary evidence for sensitive periods in the effect of childhood sexual abuse on regional brain development. J Neuropsychiatry Clin Neurosci. 2008;20(3):292-301. [Crossref]
- 29. Bowlby J. Attachment and Loss: Vol 1. Attachment. Basic Books; 1969.
- 30. Borsboom D, Epskamp S, Kievit RA, et al. Transdiagnostic networks: commentary on Nolen-Hoeksema and Watkins. Perspect Psychol Sci. 2011;6 (6):610-614. [Crossref]
- 31. Edwards RD, Roff J. Negative effects of paternal age on children’s neurocognitive outcomes can be explained by maternal education and number of siblings. PLoS One. 2010;5(9):e12157. [Crossref]
- 32. Hildyard KL, Wolfe DA. Child neglect: developmental issues and outcomes. Child Abuse Negl. 2002;26(6-7):679-695. [Crossref]
- 33. Germine L, Dunn EC, McLaughlin KA, et al. Childhood adversity is associated with adult theory of mind and social affiliation, but not face processing. PLoS One. 2015;10(6):e0129612. [Crossref]
- 34. Gur RC, Richard J, Calkins ME, et al. Age group and sex differences in performance on a computerized neurocognitive battery in children age 8-21. Neuropsychol. 2012;26(2):251-265. [Crossref]
- 35. Maoz H, Gvirts HZ, Sheffer M, et al. Theory of mind and empathy in children with ADHD. J Atten Disord. 2019;23(11):1331-1338. [Crossref]
- 36. Maoz H, Tsviban L, Gvirts HZ, et al. Stimulants improve theory of mind in children with attention-deficit/hyperactivity disorder. J Psychopharmacol. 2014;28(3):212-219. [Crossref]
| APA | Kılınçel Ş (2021). The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. , 7 - 11. 10.5455/apd.126537 |
| Chicago | Kılınçel Şenay The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. (2021): 7 - 11. 10.5455/apd.126537 |
| MLA | Kılınçel Şenay The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. , 2021, ss.7 - 11. 10.5455/apd.126537 |
| AMA | Kılınçel Ş The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. . 2021; 7 - 11. 10.5455/apd.126537 |
| Vancouver | Kılınçel Ş The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. . 2021; 7 - 11. 10.5455/apd.126537 |
| IEEE | Kılınçel Ş "The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD." , ss.7 - 11, 2021. 10.5455/apd.126537 |
| ISNAD | Kılınçel, Şenay. "The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD". (2021), 7-11. https://doi.org/10.5455/apd.126537 |
| APA | Kılınçel Ş (2021). The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. Alpha psychiatry (Online), 22(1), 7 - 11. 10.5455/apd.126537 |
| Chicago | Kılınçel Şenay The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. Alpha psychiatry (Online) 22, no.1 (2021): 7 - 11. 10.5455/apd.126537 |
| MLA | Kılınçel Şenay The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. Alpha psychiatry (Online), vol.22, no.1, 2021, ss.7 - 11. 10.5455/apd.126537 |
| AMA | Kılınçel Ş The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. Alpha psychiatry (Online). 2021; 22(1): 7 - 11. 10.5455/apd.126537 |
| Vancouver | Kılınçel Ş The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD. Alpha psychiatry (Online). 2021; 22(1): 7 - 11. 10.5455/apd.126537 |
| IEEE | Kılınçel Ş "The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD." Alpha psychiatry (Online), 22, ss.7 - 11, 2021. 10.5455/apd.126537 |
| ISNAD | Kılınçel, Şenay. "The Relationship between the Theory of Mind Skills and Disorder Severity among Adolescents with ADHD". Alpha psychiatry (Online) 22/1 (2021), 7-11. https://doi.org/10.5455/apd.126537 |
